Academic Procrastination: The Relationship Between Academic Procrastination and Multidimension Perfectionism, Motivation and Self-Efficacy

The purpose of this study was to explore the relationship between academic procrastination and constructs motivation (intrinsic motivation, extrinsic motivation and amotivation), multidimensional perfectionism and self-efficacy and to explore the prevalence of procrastination on certain academic tasks. Participants consisted of 77 college students, (females 62.3 and males 37.7) age ranged from 18 to 48 (SD= 5.02) acquired through convenience sampling. Participants completed a total of 4 self-report scales: Procrastination Assessment Scale for Students (PASS), Academic Motivation Scale (AMS-C 28), General Self-Efficacy Scale--Revised (GSES-R) and the Multidimensional Perfectionism Scale (MPS). Correlation analysis found no significant relationship between the three variables tested and academic procrastination. Results found that the tasks participants reported to procrastinate the most included “Writing a Term Paper” and “Reading Assignments”. An overwhelming 63.7% of participants reported to “always” and “almost always” procrastinate on “Keeping up with Weekly Reading Assignments” and 62.4% of participants reported to “always” and “almost always” procrastinate on “Writing a Term Paper”. Limitations and Implications are discussed.